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Appendix 1

Year Level: 4 Time: 11.30 Date: 10/10/18 Students’ Prior Knowledge:

Learning Area: Technologies – Design and Technologies - Ways products, services and
environments are designed to meet
Strand/Topic from the Australian Curriculum
community needs (ACTDEK010)
- How to develop and communicate
Ways products, services and environments are designed to meet
ideas using labelled drawings
community needs, including consideration of sustainability (ACTDEK010)
- How to use criteria to evaluate design
Develop and communicate design ideas and decisions using annotated
processes and solutions developed
drawings and appropriate technical terms (WATPPS23)
- Students are aware how to work
Use criteria to evaluate and justify simple design processes and solutions
effectively in a group and from different
- Know a lot about recycled materials as
they have previously been on an
excursion to the recycling plant.

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and creative Ethical Personal and Intercultural
competence thinking behavi Social understanding
our competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Create two different labelled diagrams of their vision for their bridge


Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

- Organise a number of recycled materials - Students at educational risk will be placed into
themselves for students that might need extras or groups with others than can support them
not have access to the things they might need - One student has English as his second
- Have an iPad available for each group language, he will be supported by being in a
- Have scrap paper ready group with his friends and will have further
assistance when it comes to the writing
components of the task

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time Motivation and Introduction:
Bridge slide show
Students come into class from recess to a YouTube video of different bridges YouTube video:
from around the world playing on the smart board.
m/watch? v=SsUglw23i0g

Students sit at their desk and watch the video flick through. Best bridges YouTube
They will then watch a video explaining to 12 most amazing bridges ever built.
m/watch? v=hz6ghvVbKpY

Smart board/projector

Lesson Steps:

This will lead to the explanation of the design brief. Design brief
Go through the brief on the smart board as a whole class as well as handing out Smart board/projector
individual copies to each student.

Allow students to ask questions and clarify them so that everyone is on the
same page and everyone knows what is expected.

11.55 Split the students up into their pre-organised groups and allow them to move off
and start discussing their bridge.

Give each group an iPad and prompt them to look further into different bridges IPad
and take notes or draw certain bridges or parts of bridges that they like.

Students move on to generating their two plans for their bridge from their Scrap paper
research on scrap paper.

These are rough drafts and not the final plan then they are going to work from.

The diagrams must be annotated detailing which materials are going to be used Pencils, coloured
and where. pencils, textas

Students will need to organise who will be in charge of bringing in the different


Lesson Closure:

Students finalise the group roles and the teacher collects the designs.
Whole classroom discussion of the types of materials different groups want to

Revisit any student questions ready for the next lesson.


Students pack away everything from the lesson.

Students put their hats on and get ready to listen to the announcements before
going out to lunch.


Designs will be checked for understanding.